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Teachers’ voices : the induction and professional development of teachers new to excel school
Author
Toh, Joseph Kim Leng
Supervisor
Bacsal, Myra Garces
Abstract
This study aims to find out what the professional development needs of new teachers are, with a focus on the induction programme for new teachers, by giving voice to new teachers. The context of this study is a school that admits high-ability learners, referred to as Excel School. In Excel School, the professional development of new teachers is to cater to the needs of their high-ability learners. The data – the experiences and opinions of new teachers with regards to induction and professional development for new teachers – was collected through interviews. The results were thematically analysed based on the professional development services provided by Excel School, the contextual reference for the new teachers when they shared their experiences. From the responses, the needs of the new teachers were interpreted and detailed. This study concluded that the new teachers need (1) to adopt positive attitudes that would support their induction and professional development, (2) a comprehensive, time-sensitive induction framework to give them the necessary knowledge and skills to function as a teacher of high-ability learners, (3) opportunities for sustained and further professional development, and (4) a comprehensive support network of colleagues, some of whom are mentors to them.
Date Issued
2011
Call Number
LB1775.4.S55 Toh
Date Submitted
2011